Reasonable adjustments are what we change in order to become more equitable or just. This may be something like building a ramp into a building to make it more accessible or it could be something providing access to ear defenders when there is a planned fire alarm. By giving young people the opportunity to work out what they need, allows them opportunities to advocate for themselves as they get older.
We use this in class and pupils circle what they need in order for them to be able to access and take part in the learning activities.
We use this one to support pupils when they are unable to verbally express themselves. These are cut into cards and put onto a key ring. The pupil then sits this on their desk with the card facing up, when they have something to communicate.
As we get older, we recognise the difference between healthy and unhealthy relationships. For some people, this comes easily, for others a lot of work needs to be done to recognise this.
Over the next few weeks, we will be adding more resources to look at friendships and how to get the best out of a relationship, give the best to a relationship and move on when a relationship ends.
friendships healthy and unhealthy
Sometimes it can be tricky to explain the impact we have on someone else. When explaining bullying, this can be even more challenging.
Using visual can be a great way o find out more about a person. It can be a great starting point for communication and can be used to strengthen relationships.
Getting to know me
How often do we give good advice to others but would never follow the same advice for ourselves? Why do we hold ourselves to a higher standard than we hold others? There are so many of our young people with high anxiety because they are holding themselves to an impossible standard. By supporting them in positive self talk, this helps them to build resilience and good mental health strategies. Sometimes the most toxic relationship is the one we have with ourselves.
Apologies! We have been unable to add to our blog recently. That doesn’t mean we have stopped creating. In this blog we are including all of our most recent resources.
Looks different for different people
Secondary school times NLC
can i use my phone here
create an inclusive classroom
how we stay safe
We use this to support memorising the time each period starts. Please note times may differ in different schools.
What coins make…
Working with smaller values- Not all pictures are uploaded so click the PDF link (blue underlined) for the full pack.
I can identify different ways to make up to 10p
This pack can be used with real coins.
I can identify coins updated
This resource we print and laminate. At the end of the booklet there are pages with duplicates that can be attached via velcro or blu tak for repeated use.
This could be used as part of a bigger discussion or lesson on consent.
As a society, we are becoming more aware of the importance of recognising feelings and emotions. It is crucial we support our young people in their understanding of this.
It is okay to feel angry. It is okay to feel sad. It is okay to feel tired. It is okay to feel cranky. By focusing on feelings and emotions as positive and negative, it encourages us to push down ‘negative feelings’. This can cause problems later in life. It is okay to laugh and it is okay to cry. By exploring emotions and feelings, allows us to develop emotional maturity which improves mental wellbeing.
Feelings are okay
Most people now accept that all behaviour is communication. When looking at responses to stress, it is important to recognises that our interpretation of behaviour is not always accurate. This is by no means a complete list, but it gives us another building block to support development of understanding.
Fight flight freeze comply responses
fight flight freeze comply
Based on GIRFEC wellbeing resources, we have created a visualised My World Triangle. See the Scottish Government website for more details. ( https://www.gov.scot/publications/shanarri/ )
My world triangle
Understanding how executive functioning can impact us differently allows us opportunities to develop our own understanding and empathy of others. By recognising that executive functioning can result in positive and negative outcomes, allows us to better understand and support one another.
Executive functioning home school society
Using visuals for activities and hobbies help tasks become more enjoyable and less demanding.
As part of Autism Acceptance we will be posting some of our new resources.
words are hard
This one we cut along the middle and use as true or false cards. We have used some commonly believed myths about autism.
Autism Acceptance awareness celebration.pub
It can be difficult to ask for help sometimes. When our young people (and adults) have a problem it can be difficult to work through. By breaking the problem down into chunks, this can help communicate what the issue is. This doesn’t lessen the problem, but may make it easier to work through. Regardless of how big it may appear to others, it is important to recognise how big the problem is to the person experiencing it. If we do this right, it allows for a more trusting relationship and creating a real and deep support network.
I have a problem
We have taken our information, as always, from the Scottish Government website. These are subject to change.
https://www.gov.scot/publications/coronavirus-covid-19-timetable-for-easing-restrictions/pages/timetable/ (last viewed 17/3/21)
Please continue to follow local guidance.
easing of restrictions 2
easing of restrictions
We have now added a simplified version of how to complete the Covid Self Testing.
***Edited to fix typo***
Please follow the instruction in the booklet that will come with your testing kit. This has been created to give others an idea of what is required before getting the testing kit to ease some anxiety over what is required.
It can be difficult to balance choice, motivation and expectations when young people feel stressed. This can be used in school or at home. Must is the bare minimum of what they can do. Should is what you would prefer them to do. Could is if they want to push themselves.
At home we would use this for tasks such as eating. e.g. you must have two slices of toast; you should have two slices of toast plus an orange juice; you could have two slices of toast plus an orange juice and an egg.
Or for getting ready
You must brush your teeth and wash your face.
You should also wash your body.
You could style your hair.
At school this could be used to break down activities. e.g.
You must complete 3 sentences.
You should complete 5 sentences.
You could complete 5 sentences and complete a wordsearch.
must should could
As always, our information comes from the Scottish Government website.
https://www.gov.scot/publications/coronavirus-covid-19-guidance-on-schools-reopening/(last viewed 19/2/21)
Return to school feb
return to school feb check in
Returning to school feb 2021
It can be really tricky to navigate childcare and work. Sometimes some families need more than one childcare option. This planner aims to help show where the young person will be going before school (or if they will be at home); where they are to go after school; who will be picking them up from their child carer and what the evening plans are e.g. going to the shops etc.
We are clearly doing something right. A relative is in the hospital ill and has seen a need for visual supports there.
You could use these symbols to make a visual to show what to do first and next when having breakfast or lunch. Cut out symbols and arrange in a sequence to support a full routine.
What is your favourite topping? Can you toss them? How many can you eat?
These symbols might be useful when visualising some topic work on the Holocaust
This will keep for a few days in an airtight container or bag if it hasn’t got too mucky after playing with it. Remember making it is part of the fun and learning too. let’s make playdough
You might find it hard to motivate your child to join their class during ‘home learning’ but there are lots of things you can do yourself to support their learning. Here are just a few. Share your ideas with us too.
We often use words with our children or young people that they may not understand. When this is something that has a direct impact on them, it is important we give them the information. This allows them to better understand themselves. This helps improve their mental health as they recognise there is a reason for what they do or why they do something.
This is also important for other children and young people to help them to understand their peers.
These contain lots of information so have been separated by colour to allow these to be cut into smaller strips to avoid information overload.
Something no one wants is to have a positive result from a Covid test. Unfortunately for many, that is a reality. For anyone it can be terrifying but particularly for our young people. Covid affects people in different ways and we are not medical experts or have any knowledge more than basic first aid so we have based our visuals on the nhs website. (last viewed 16/01/21)
I have covid
What can I do today
What will you decide to do this weekend?
Do you or someone you know need ideas about what you can do today?What can I do today
Some home learning activities to try when we get more snow!
Respectfully and due to copyright issues, please ensure that you keep our ‘made by Boardmaker’ on all our work.
We’ve edited our routines page and will be including this post so that you can make up your own timetable to suit you and your family/school during home learning 2021.
The PDF and pictures can be printed and cut out.
Lockdown Routine 2021
This powerpoint can be used as an interactive resource. See our blog Interactive first and then board for more information on how to do this. https://blogs.glowscotland.org.uk/glowblogs/communicationfriendlyenvironments/interactive-first-and-then-board/
This is an example of what you will see on each powerpoint once you zoom out.
Social media is a huge thing for our society. We are creating a pack to support the understanding of this and the importance of being responsible online. More resources will be added.
Technology confidence questionnaire
Remote Learning Check in
Social Media 1
Social Media Scenario
These could be used to enter into discussions about appropriate and inappropriate reactions on social media.
We used this for our S1s today to find out how they feel they are settling in. We wouldn’t have been able to get this type of information from them otherwise. Sometimes asking pupils how they are getting on can result in the shutdown of “fine.”, to help, we have created this to give options on answers and to help break down the whole “How are you settling in?”. This could also be used for pupils who have moved schools.
Settling In Pupil Voice
Christmas can be a tricky time- the changes of routine, the sensory changes and the gift exchange amongst many other things.
To help we are making some activities that can be completed at home or at school.
Christmas tree emotions
We used this alongside our emotions book.
Using a calendar can help prepare for big transitional times. You can write or draw on the blank squares to show what may be happening/where you may be going/who may be coming for a (physically distanced) visit etc.
Christmas Calendar Update
Christmas at home
*** UPDATE ***
Christmas Calendar Full
We have updated our information based on the latest Scottish Government guidance. This can be found on this link – https://www.gov.scot/publications/coronavirus-covid-19-guidance-for-festive-period/(last viewed 16/12/20 @20:45pm)
Christmas bubble updated
Christmas Bubbles Update
https://www.gov.scot/publications/coronavirus-covid-19-guidance-for-festive-period/ (last viewed 8/12/20 @8:40pm)
In line with updated guidance, we have created some visuals based on this to help explain the bubbles.
We have created a visual that can be personalised. You can write/draw on these to show who will be in your bubble and where you may be going.
Christmas bubble personalise
Motivating pupils for work tasks can be tricky. Some of our young people find it difficult to work, if they do not see the purpose. This can be okay and manageable at time, but at other times, this motivation to work on things they find uninteresting or lacking in purpose for them at this stage of their life, can be difficult.
To help, we use the motivation boards. We have attached some examples of what they may look like. The best ones are ones based on the pupil’s interest. We use pictures of things such as books, custard creams, favourite TV character, an image of an iPAd etc. These work best when completed individualised.
We use this for all pupils, but our target audience are pupils who are appearing to “opt out” of work tasks. It is important to recognise the pupil’s achievement. We have included an example of what we may give out jigsaw pieces for. This is deliberately rather vague as on some days, depending on how the young person is feeling, it may be enough of a challenge for them to even be in the room so if they are having a particularly challenging time, doing one task may be using up as much energy -emotionally and mentally- as it would on another day to do 5 tasks.
We need to meet them where they are at that moment.
THIS SHOULD NEVER BE USED AS A BEHAVIOUR CHART. Pieces only get removed once they have completed their jigsaw and have been given their choosing time. NEVER remove for behaviour, as this is NOT a positive/negative reward system. It is to help motivate and give a purpose to something. This focus is solely on motivation therefore to use it for motivation and behaviour gives less opportunity for achieving success.
We cut the coloured sheet in the shape of the picture then cut it into pieces. We laminate both colour and black and white sheet. Then use velcro to attach the pieces. We also attach an envelope to the bottom of the page with the coloured pieces so that the young person has access to it.
Motivation Board Instructions
Visuals can be used to support consolidate the steps needed to work with addition.
addition explain 1 and 2 digit
Using sanitiser can be option when washing hands isn’t available. With more and more sanitisation stations popping up, we have made a visual explanation to help explain why.
A visual support to remind children what they need to do when asked to tidy their belongings.tidy up
We will be building up more resources over the next few months.
For some of our young people, it can be difficult for them to not interrupt. Sometimes they have to tell you something when they remember it as it takes up too much brain power. Other times they do not know if this is something you need to know.
I need to talk
Sometimes its hard to decide what you want to eat. This wee visual will support naming and making choices
Here is a visual to explain going for a Covid Test at a drive through centre or at home. This is an adaptation of a visual sent to us by Alison McGuinness. Thanks Alison.
We will continue to upload more resources as they are ready
Figures of speech
https://www.gov.scot/publications/coronavirus-covid-19-local-measures/pages/central-belt/ last viewed 10/10/20
Please remember to regularly check localised guidance for updated information. We have attempted to visualise the rules as best we can. As the rules change, it becomes more complicated for us all. Please bear in mind we are simply visualising the guidance from the Scottish Government website. We do not make them so are unable to answer any questions relating to them. Please contact your local elected official for these answers.
Central Belt Restrictions
Central Belt Travel Restrictions
We’ll be adding more resources for place value in the coming weeks.
Here we are going to be adding some Visual Explanations to help explain different situations that may arise. Visual Explanations are what we use to help develop understanding, perceptions and development of communication. All behaviour is communication so we would use these alongside analysis of communication, sensory processing and environmental factors.
Colours of symbols are used to show how these can be printed and cut into strips so that young people are not overwhelmed by too much information. This would depend on the young person. With some young people, we would use this as a poster and refer throughout the day. For other young people we would cut them into strips so they can be taken to other areas more easily.
PDF versions can be downloaded by clicking on the blue underlined words.
What should I do when I am hurt
when should i wash hands
I need to move
I need help
Mum is having a baby
okay and not okay
These are the visuals we have created based on the speech from the first minister. This can be found in the link below. Please make sure you check localised guidance regularly for the most up to date information. We are only visualising the information and only have the information from the speech and the government website. Therefore we cannot answer any questions in relation to the change of rules or what they mean.
Scot Gov Update
Friendships can be tricky for many of our young people. We will be updating here for resources to support some of the trickier aspects of friendships.
“How was school today?” One of the most challenging questions to ask. As parents, we never know what the response will be. For some of our children and young people, it can be hard to articulate. For others, school is finished and they have already experienced it. It is present in their mind and they have the knowledge. It can be hard for them to recognise that we haven’t experienced the same as them, therefore we do not know. For others, they are so exhausted that they cannot bear to talk about it.
To help, we have created a couple of resources. We would laminate these resources for our children/pupils and use a whiteboard pen. This can help take away some of the anxiety and give you some information.
Today in school I liked
My favourite thing this week was
Over the next few weeks, we will be adding in different literacy resource packs. These can be used for whole class/individuals.
In our class we laminate them and add them to our literacy folder for pupils to use independently while the teacher is working with others.
ee words folder
We have updated this blog to include Adults Wearing Masks in Schools.
Adults wearing masks in school
This visual is to support the understanding of where to wear masks in school based in the Scottish Government Guidance. Information based on the above guidance from the Scottish Government.
Wearing Masks in Secondary Schools
It can be difficult for some of our young people to organise what they need for a full day of school. To support them, we have created a powerpoint that can be used at home/school and printed. This could then be attached to a keyring and kept on the young person’s bag.
To use, click and download the powerpoint. Open on a computer/tablet and copy and paste/move the visuals to make up the individual timetable for each day. Remember times may differ for each school/authority so please double check times before hand.
This is an example of how it could look.
Secondary timetables interactive – Powerpoint
It is so important in schools that we all know the best ways to support our pupils. This activity below can be printed and written on or downloaded and typed. Another option is to download to powerpoint and use the visuals. Visuals can be seen and understood quicker by most brains so benefits everyone…staff included.
Symbols can be dragged on to show what sensory issues staff need to be aware of. Daily requirements such as using overlays or a first/then board can be included. Extra information might include details of calming strategies or where to find required resources etc.
About Me – Powerpoint version
Below is an example of how this might look.
When we look at situations, we often see the behaviour. It is crucially important that we look beyond the behaviour and look at the reason for the behaviour. There will always be one.
When working with our new neuro-divergent children and young people, this needs to be concerned before we react. We also need to look at developing their self awareness. These resources are to further develop this.
Returning to school can be tricky. As teachers, having a bank of easy to use and adapt resources is key for the first few days any year, but this year these resources need to be adapted to include a greater focus on supporting the emotional needs and mental health needs of our pupils. To help with this, we will be adding in resources over the next few days.
Getting to know me
This resource can be used as an interactive activity on a smart device. (see our previous posts on how to do this.)
It is about opening up how our children/young people feel. It is an activity that can be used as a one off or on a more regular basis.
How I feel Young Person
How I think I’m feeling
We have also made one for older teenagers/adults.
How I feel Adult
As the return to school is fast approaching. many of our pupils (and staff) will be feeling a range of emotions. Due to the length of time that has passed, we need to be so aware of ensuring that we are all aware of the emotions being experienced by those around us. These are challenging times for adults. We cannot begin to imagine how challenging this is for some of our children and young people. Some may react in ways we would not expect. Some of our children and young people may cope better than expected while others less so.
We need to support them as they need it.
Returning to School Emotions